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Archive for the ‘sketchnote’ Category

Dyslexia and Foreign Language Teaching #FLdyslexia – Week 2

Tuesday, May 5th, 2015

 

Image from www.dyslexialincs.co.uk

Image from www.dyslexialincs.co.uk

Week 2 of the course focussed on understanding what aspects of language learning dyslexic students might find difficult and how we can assist in making language learning more enjoyable and less challenging for these students by making accommodations.

Below are my sketch notes of the videos; I’m enjoying sketch noting and finding that my own ‘style’ is starting to develop. (Still not happy with my drawings but I’m getting better!)

2.2 - Dyslexic students talk about their experiences

2.2 – Dyslexic students talk about their experiences

2.3 - Foreign language learning and dyslexia (Margaret Crombie)

2.3 – Foreign language learning and dyslexia (Dr Margaret Crombie)

2.6 - Accommodating dyslexic learners in the classroom (Dr Anne Margaret Smith)

2.6 – Accommodating dyslexic learners in the classroom (Dr Anne Margaret Smith)

2.10 - Using IT to teach students with dyslexia (Dr Margaret Crombie)

2.10 – Using IT to teach students with dyslexia (Dr Margaret Crombie)

 

I’ve now caught up with posts from the last two weeks so the next post will be a few days on coming whilst I finish week 3!

If you follow me on Twitter, you can get a sneak preview as I post each sketch note as I complete it. Otherwise, ¡hasta pronto!

 

Dyslexia and Foreign Language Teaching #FLdyslexia – Week 1

Tuesday, May 5th, 2015
Image from www.dyslexialincs.co.uk

Image from www.dyslexialincs.co.uk

I’m currently doing a MOOC (massive open online course) with FutureLearn called Dyslexia and Foreign Language Teaching. It’s a four week course and is free to do. I know that quite a few people from my PLN, whether on Twitter or Facebook, are doing it too, and the participants represent a range of languages as well as phases.

It’s proving very interesting and I’m discovering that, whilst I do many of the things that are suggested as being helpful, I also do some unhelpful things that I thought would help.

To help me internalise things, I am sketch noting each video I watch and, whilst I have shared them on Twitter and in the Language in Primary Schools Facebook group, I thought at the end of each week I should share them here too.

So, here’s week 1 which started by considering some common assumptions and beliefs before looking at the theoretical concepts and issues related to dyslexia and other specific learning differences (SLD); I prefer differences (UK) instead of difficulties or disorders (US).

1.5 - Students with dyslexia talk about some difficulties that they face

1.5 – Students with dyslexia talk about some difficulties that they face

1.8 - The effect of dyslexia on language learning (Dr Judit Kormos)

1.8 – The effect of dyslexia on language learning (Dr Judit Kormos)

1.10 - The nature of reading difficulties (Professor Kate Cain)

1.10 – The nature of reading difficulties (Professor Kate Cain)

During one of the modules for this week we were asked to use our non dominant hand to copy out a text in 3 minutes, with the lined paper on its side and substituting certain vowels for symbols in order to discover what it might be like for a dyslexic student to write under pressure. Oh, and to stand up too whilst we did it. Below is my attempt. It was very hard and very frustrating!

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Week 2 follows soon!

Sketchnoting Language World 2015 #LW2015

Tuesday, March 24th, 2015

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Last Thursday I headed to Newcastle for ALL Connected, the title of this year’s Language World conference taking place on 20-21st March at Newcastle University. I look forward to LW each year as it’s a conference that offers lots of ideas but also lots to challenge my “little grey cells” and make me think.

This year I decided to replace my normal note taking with Sketchnoting as started at #ililc5. I’d tried using Paper app on my iPad there and found it quite tricky to use to the extent that it was distracting me from the session content. I’ll persevere and practice further but for Language World I choose a different tool – the notebook and pen! Actually, notebook, pens and pencils! I’m a strong believer in choosing the correct tool for the job, be that an iPad, a pencil and pen or a slate and chalk, and this combination allowed me to write more easily, select colour at will and, most importantly, focus on what was being said rather than worrying about zooming in and out or accidentally drawing whilst trying to make the toolbar reappear!

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Below are my sketch notes created over the two days. I did them all ‘live’ – no retouching afterwards apart from one on which I’d made a mistake with someone’s name and felt I really should correct it as she’d won an award and deserved it!

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Bertram Richter and Rebecca Bolland – Planning for Progress @KS2

 

Vicky Cooke - Teaching reading in KS2: leading learners towards independence

Vicky Cooke – Teaching reading in KS2: leading learners towards independence

 

Jackie Rayment - Primary Languages Quality Mark

Jackie Rayment – Primary Languages Quality Mark

 

Bernadette Holmes - Interculturalism: The Power of 3

Bernadette Holmes – Interculturalism: The Power of 3

 

Clare Seccombe – Be a crafty languages teacher

 

Greg Horton - Talking the talk in the MFL Classroom

Greg Horton – Talking the talk in the MFL Classroom

 

Rachel Hawkes - ALL for all and all for ALL:  ALL CONNECT

Rachel Hawkes – ALL for all and all for ALL: ALL CONNECT

 

René Koglbauer - ALL Connected: a celebration of language learning & teaching and volunteers.

René Koglbauer – ALL Connected: a celebration of language learning & teaching and volunteers.

 

Nadine Chadier - It's all about the code

Nadine Chadier – It’s all about the code

 

Wendy Adeniji - How can your teaching be consistently good or outstanding?

Wendy Adeniji – How can your teaching be consistently good or outstanding?

 

Roma Franziska Schultz and Emma Whittle - Ideas for using literature and developing literacy in the Primary Classroom

Roma Franziska Schultz and Emma Whittle – Ideas for using literature and developing literacy in the Primary Classroom

 

Rachel Hawkes - Memory and thought: why we can't have one without the other.

Rachel Hawkes – Memory and thought: why we can’t have one without the other.

 

Steven Fawkes - Now we are 25

Steven Fawkes – Now we are 25

Looking back on them, it’s amazing how much more I can recall about the sessions than I would following my more traditional note taking; my page was smaller than A5 so I had to carefully consider each word/phrase I wrote or picture I drew. I successfully kept to one page per session (45-50minutes) apart from two sessions where there was just too much to fit onto one page.

I’m still learning and developing my own style and I certainly need to work on my drawings (there’s a tortoise on one that looks like a sheep!) but I’m pleased with the way it’s going. I intend to keep working on it, and I’ll persevere with my iPad but I’ll save that for times when there’s no ‘time pressure.’

If you want to see someone else’s take on many of the same sessions as sketch notes, have a look at Clare Seccombe’s post that includes hers. And you can see many of the actual presentations by clicking on Friday programme or Saturday programme.